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Scope and Sequence To raise awareness regarding safe water. To raise awareness regarding safe water. To inspire to take action to help bring safe water to West African villagers. To inspire to take action to help bring safe water to West African villagers.

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Justification of Objectives Learning from the community and building connections in the real world. Learning from the community and building connections in the real world. Real world application of skills learned in the classroom. Real world application of skills learned in the classroom.

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Raise Awareness Focus Produced a PowerPoint presentation that covers six topics; water cycle, potable water, West Africa, "Water is Key", Pacific Institute and the colors of water, which served as an informational/educational component. Produced a PowerPoint presentation that covers six topics; water cycle, potable water, West Africa, "Water is Key", Pacific Institute and the colors of water, which served as an informational/educational component.

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Inspire to Take Action Focus The “Colors of Water” student art exhibit that explored the different colors water appears, was part of the Service-Learning project "Water is Essential!". The “Colors of Water” student art exhibit that explored the different colors water appears, was part of the Service-Learning project "Water is Essential!".

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Contribution Focus Proceeds from the art exhibit went to, "Water in West Africa", which is a campaign to help raise funds for safe-water initiatives in West Africa, where 100% of the proceeds of this project go to non-governmental organizations working on the ground to provide water, sanitation, and hygiene improvements to those most in need. Proceeds from the art exhibit went to, "Water in West Africa", which is a campaign to help raise funds for safe-water initiatives in West Africa, where 100% of the proceeds of this project go to non-governmental organizations working on the ground to provide water, sanitation, and hygiene improvements to those most in need.

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I. Introduce Students to the Water Cycle Ask students, where does water come from? Ask students, where does water come from? Their response is that fresh water comes from lakes, rivers, streams, and springs, and that oceans contain salt water. Their response is that fresh water comes from lakes, rivers, streams, and springs, and that oceans contain salt water. Students learn that all living things need water. Students learn that all living things need water. Students learn that Earth has a limited amount of water that is continuously recycled. Students learn that Earth has a limited amount of water that is continuously recycled. Students learn about the four main parts of the water cycle: precipitation, collection, evaporation and condensation. Students learn about the four main parts of the water cycle: precipitation, collection, evaporation and condensation.

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II. Create Awareness About Water Ask students, when we want a glass of water, what do we do? Ask students, when we want a glass of water, what do we do? Their response is that we turn on a faucet and fill a glass with water. Their response is that we turn on a faucet and fill a glass with water. Show students a bottle of water and ask them to describe it. Show students a bottle of water and ask them to describe it. Their response is that the water is clear, safe, sanitary, and clean. Their response is that the water is clear, safe, sanitary, and clean. Ask students, what do we use water for? Ask students, what do we use water for? Their response is we use water to drink and cook with, to clean with, to swim and boat in, and to get fish and shellfish from. Their response is we use water to drink and cook with, to clean with, to swim and boat in, and to get fish and shellfish from. Students learn the many various uses of water including for power, transportation, watering crops, etc. Students learn the many various uses of water including for power, transportation, watering crops, etc.

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II. Create awareness about safe water. Create awareness about safe water. Ask students, what does safe water mean? Ask students, what does safe water mean? Their response is that it is good to drink because it is clean. Their response is that it is good to drink because it is clean. Discuss the term “potable water”, which is water that is suitable for drinking, or safe to drink. Discuss the term “potable water”, which is water that is suitable for drinking, or safe to drink. Students learn that not all people in the world have safe water to drink. Students learn that not all people in the world have safe water to drink. Students learn that the main reason people do not have safe water is a lack of money, which is needed to pay for and maintain water supplies and infrastructure. Students learn that the main reason people do not have safe water is a lack of money, which is needed to pay for and maintain water supplies and infrastructure. Students learn that in Africa, access to clean water is a luxury, because more than half of Africa's villagers lack a clean water supply. Students learn that in Africa, access to clean water is a luxury, because more than half of Africa's villagers lack a clean water supply. Students learn that one of the biggest problems that poor countries have when trying to progress their way of life is the lack of water. Students learn that one of the biggest problems that poor countries have when trying to progress their way of life is the lack of water.

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III. Create Awareness About West Africa and Water is Key Students learn that West Africa occupies an area that is approximately one fifth of Africa. Students learn that West Africa occupies an area that is approximately one fifth of Africa. Students learn that West Africa is the westernmost region of the African Continent, which is made up of 16 countries. Students learn that West Africa is the westernmost region of the African Continent, which is made up of 16 countries.

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III. Ask students, does everyone in the world turn on a faucet when they want water? Ask students, does everyone in the world turn on a faucet when they want water? Their response is a range from yes, to not sure, to do not know. Their response is a range from yes, to not sure, to do not know. Go to the website: Go to the website: View and discuss the fifteen images that show the lives of villagers in West Africa, specifically the countries Burkina Faso, Niger, Mali, and Ghana. View and discuss the fifteen images that show the lives of villagers in West Africa, specifically the countries Burkina Faso, Niger, Mali, and Ghana. With each image, facilitate a discussion about the lives of the villagers, keeping in mind that all humans share the need for water to survive. With each image, facilitate a discussion about the lives of the villagers, keeping in mind that all humans share the need for water to survive. Students learn that in villages in Africa, women must walk up to ten miles every day to supply water for their households. Students learn that in villages in Africa, women must walk up to ten miles every day to supply water for their households. Students learn that one gallon of water weighs 8.3 pounds, and women and girls carry many gallons of water on their heads. Students learn that one gallon of water weighs 8.3 pounds, and women and girls carry many gallons of water on their heads. Students learn that some water sources are disease carrying and cause health problems if they do not meet water quality guidelines. Students learn that some water sources are disease carrying and cause health problems if they do not meet water quality guidelines.

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III. Go to UCLA Newsroom website: Go to UCLA Newsroom website: Wells-Photographs-8062.aspx Wells-Photographs-8062.aspx View and discuss that information. View and discuss that information. Go to Water Webster site: htm Go to Water Webster site: htm htm htm View and discuss that information. View and discuss that information. Students learn that the problem of the lack of safe water has grown causing 2.2 million deaths yearly from unsanitary water; 90% are children under age 5. Students learn that the problem of the lack of safe water has grown causing 2.2 million deaths yearly from unsanitary water; 90% are children under age 5. Students learn that girls and young women sacrifice education to haul enormous loads of water, day after day. Students learn that girls and young women sacrifice education to haul enormous loads of water, day after day. Students learn that over 70% of the people in the countries of Niger, Burkina Faso, Mali and Ghana do not have safe water. Students learn that over 70% of the people in the countries of Niger, Burkina Faso, Mali and Ghana do not have safe water. Students learn that the natural consequence of not having safe water is sickness and disease. Students learn that the natural consequence of not having safe water is sickness and disease.

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IV. Create Awareness About the Pacific Institute Go to World Water website: Go to World Water website: View and discuss that information. View and discuss that information. Students learn that when safe water is available entire village economies change and the lives of the people go from disease and malnutrition to hope and success. Students learn that when safe water is available entire village economies change and the lives of the people go from disease and malnutrition to hope and success. Facilitate discussions about the messages conveyed, the images viewed, some ways to help, and the need to do something to help. Facilitate discussions about the messages conveyed, the images viewed, some ways to help, and the need to do something to help. Ask students if doing something is better than doing nothing. Ask students if doing something is better than doing nothing. Facilitate a discussion about the concept of making a difference by “adding to the good”. Facilitate a discussion about the concept of making a difference by “adding to the good”. Ask students, do they want to help bring potable water to West Africa? Ask students, do they want to help bring potable water to West Africa? Students learn that the proceeds of Garcetti’s project will go to non-governmental organizations working to provide water to those most in need. Students learn that the proceeds of Garcetti’s project will go to non-governmental organizations working to provide water to those most in need.

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V. Create Awareness of the Colors of Water Ask students, when you look at a body of water, what does it look like? Ask students, when you look at a body of water, what does it look like? Their response is that oceans are blue, green, or gray, that rivers are gray, brown, or blue, and that lakes are blue. Their response is that oceans are blue, green, or gray, that rivers are gray, brown, or blue, and that lakes are blue. Students learn that water appears “different colors” because white sunlight contains all colors and water absorbs some of these colors more than others. Students learn that water appears “different colors” because white sunlight contains all colors and water absorbs some of these colors more than others. Students learn that in a large body of water, the water molecules quickly absorb red light, but they do not absorb blue light as well, so, more blue light is transmitted through the water. Students learn that in a large body of water, the water molecules quickly absorb red light, but they do not absorb blue light as well, so, more blue light is transmitted through the water. Go to links of the various colors that water appears. View and discuss the beauty of the colors. Go to links of the various colors that water appears. View and discuss the beauty of the colors.

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VI. Engage Students in Research and Understanding Divide the students into teams to research the six topics: the water cycle, potable water, West Africa, Water is Key, Pacific Institute, and the colors of water. Divide the students into teams to research the six topics: the water cycle, potable water, West Africa, Water is Key, Pacific Institute, and the colors of water. These topics provide the informational/educational component of the “Water is Essential!” Service-Learning project PowerPoint presentation. These topics provide the informational/educational component of the “Water is Essential!” Service-Learning project PowerPoint presentation.

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VII. Fundraiser Aspect of the Project The project was twofold, first, raising awareness and second, taking action to help West Africans access safe water. The project was twofold, first, raising awareness and second, taking action to help West Africans access safe water. The “Colors of Water” student art exhibit pictures showed the different colors water appears. The sale of these designs was used to raise funds for a donation. The “Colors of Water” student art exhibit pictures showed the different colors water appears. The sale of these designs was used to raise funds for a donation.

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Colors of Water Statement of Intention In this body of work, the students have created designs depicting the differing colors of water. Using crayons, black tempera paint, and a paper crinkle technique, each student has used specific tints and shades to illustrate the varying colors of water. Their purpose in producing each abstract is to show how very diverse the colors of water are. The PowerPoint presentation accompanying this exhibit explains in detail what affects the water in oceans, rivers and lakes to make the colors look dissimilar.

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Links for Images of the Colors of Water to Show the Differing Colors that Water Appears Mississippi River- Mississippi River- p?cat=Technology/Ships/Passenger?t g=TSPVolume01/TSPV01P05_ p?cat=Technology/Ships/Passenger?t g=TSPVolume01/TSPV01P05_ p?cat=Technology/Ships/Passenger?t g=TSPVolume01/TSPV01P05_ p?cat=Technology/Ships/Passenger?t g=TSPVolume01/TSPV01P05_

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VIII. Connections The Barka Foundation is a charitable organization based in Housatonic, Massachusetts and Burkina Faso, Africa. The Barka Foundation is a charitable organization based in Housatonic, Massachusetts and Burkina Faso, Africa. Current Projects: Current Projects: BARKA Berkshire County The creation of a cultural, educational and spiritual bridge between BARKA's two home bases: the Berkshires of western Massachusetts and Fada, Burkina Faso. BARKA Berkshire County The creation of a cultural, educational and spiritual bridge between BARKA's two home bases: the Berkshires of western Massachusetts and Fada, Burkina Faso. BARKA Berkshire County BARKA Berkshire County Water for Schools Burkina Faso-This project benefits 1000 in “La Petite Village”, a small bush village in Fada-N’gourma and another 1500 in the schools of Fada. Water for Schools Burkina Faso-This project benefits 1000 in “La Petite Village”, a small bush village in Fada-N’gourma and another 1500 in the schools of Fada. burkina-faso.html burkina-faso.htmlhttp://globalwaternetwork.org/projects/water-for-schools- burkina-faso.htmlhttp://globalwaternetwork.org/projects/water-for-schools- burkina-faso.html

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Personal and Professional Beliefs The exposures and experiences that we provide students may make a difference in their learning and their lives. The exposures and experiences that we provide students may make a difference in their learning and their lives. Making a difference by “adding to the good”-Cliff Gauthier. Making a difference by “adding to the good”-Cliff Gauthier. Enlarging their world. Enlarging their world.